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MODULE 1. SENSITIVITY and AWARENESS of CULTURAL and OTHER FORMS of DIVERSITY Unit 2.INTERCULTURAL COMPETENCE and SENSITIVITY TO

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MODULE 1. SENSITIVITY and AWARENESS of CULTURAL and OTHER FORMS of DIVERSITY Unit 2.INTERCULTURAL COMPETENCE and SENSITIVITY TO Training packages for health professionals to improve access and quality of health services for migrants and ethnic minorities, including the Roma MEM‐TP MODULE 1. SENSITIVITY AND AWARENESS OF CULTURAL AND OTHER FORMS OF DIVERSITY Unit 2. INTERCULTURAL COMPETENCE AND SENSITIVITY TO DIVERSITY GUIDELINES Prepared by: Ainhoa Rodriguez and Olga Leralta Andalusian School of Public Health MEM-TP © European Union, 2015 For any reproduction of textual and multimedia information which are not under the © of the European Union, permission must be sought directly from the copyright holders. © Cover Illustrations: Observatorio de la Infancia de Andalucía, Escuela Andaluza de Salud Pública. Junta de Andalucía. Migrants & Ethnic Minorities Training Packages Funded by the European Union in the framework of the EU Health Programme (2008‐2013) in the frame of a service contract with the Consumer, Health, Agriculture and Food Executive Agency (Chafea) acting under the mandate from the European Commission. The content of this report represents the views of the Andalusian School of Public Health (EASP) and is its sole responsibility; it can in no way be taken to reflect the views of the European Commission and/or Chafea or any other body in the European Union. The European Commission and/or Chafea do not guarantee the accuracy of the data included in this report, nor do they accept responsibility for any use made by third parties thereof. 2 September, 2015 MEM-TP Module 1: Sensitivity and Awareness of Cultural and Other Forms of Diversity Unit 2: Intercultural Competence and Diversity Sensitivity 1. Objectives and Methods 1.1. Objectives Objectives of the presentation: • Introduce the concepts “multiculturalism”, “interculturalism”, “cultural competence”, “intercultural competence” and “diversity sensitivity”, and the shifts in their use. • Provide the key elements for understanding the influence of cultural backgrounds on the perceptions and behaviours of health professionals and patients. • Introduce the concepts of “health promotion”, “health education” and relate them with cultural diversity and interculturality. Objectives of the activities: • Reflect on different concepts related to the topic. • Reflect on the application of the different approaches in the concrete, context‐specific professional practice. • Introduce the concept of “Cultural Awareness” and apply “The Process of Cultural Competence in the Delivery of Healthcare Services Model”. • Identify aspects related to the positive contribution of interculturality and sensitivity to diversity. 1.2. Methods Time Objectives Activities Sources 15 min. • Reflect on different Activity 1 Projector, laptop, concepts related to the “Brainstorming” screen. topic. • Presentation of M1_U2_Presentation the methodology • Brainstorming in plenary. (Slide 4) 15 min. • Introduce the concepts Presentation “From Projector, laptop, “multiculturalism”, Intercultural screen. “interculturalism”, “cultural Competence to M1_U2_Presentation competence”, Diversity Sensitivity” M1_U2_Additional_D “intercultural competence” and questions. ocument and “diversity sensitivity”, (Slides 5 ‐ 9) and the shifts in their use. Time Objectives Activities Sources 50 min. • Reflect on the application of Activity 2 Projector, laptop, the different approaches in “Experiences related screen. 3 September, 2015 MEM-TP the concrete, context‐ to interculturalism, M1_U2_Presentation specific professional intercultural M1_U2_Activity_1_T practice competence and emplate_1 diversity sensitivity” M1_U2_Activity_1_T • Presentation of emplate_2 the methodology M1_U2_Activity_1_T • Small group work emplate_3 • Wrap up in plenary (Slide 10) 15min. • Provide the key elements Presentation Projector, laptop, for understanding the “Influence of cultural screen. influence of cultural background on M1_U2_Presentation backgrounds on the health professionals’ perceptions and behaviours and patients’ of health professionals and perceptions and patients. behaviours” and questions. (Slide 13‐16) 30 min. Introduce the concept of Activity 3 “Cultural Template, Projector, “Cultural Awareness”, assessment tool for laptop, screen. • Apply “The Process of professionals” Cultural Competence in the • Presentation of Delivery of Healthcare the methodology Services Model” • Work individually • Wrap up in plenary (Slide 17‐21) 20 min. • Introduce the concepts of Presentation” and Projector, laptop, “health promotion”, questions. screen. “Health education” and M1_U2_Presentation relate them with cultural diversity and interculturality. 4 September, 2015 MEM-TP MODULE 1: Sensitivity and Awareness of Cultural and Other Forms of Diversity From Intercultural Competence to Diversity Sensitivity PREPARED BY: Amets Suess, Andalusian School of Public Health, 2015 From Intercultural Competence to Diversity Sensitivity 5 September, 2015 MEM-TP 1. Presentation Slide 1: Title page, Module 1, Unit 2. Slide 2: Outline of the session. Slide 3: Title page “From Intercultural Competence to Diversity Sensitivity”. 2. Activity 1: Brainstorming Slide 4: • Presentation of the methodology • Brainstorming in the plenary: o What comes into your mind when you hear the following concepts? . “Multiculturalism” . “Interculturalism” . “Cultural competence” . “Intercultural competence” . “Diversity sensitivity”? Slide 5: A broad theoretical discussion1,2,3,4,5 related to “multiculturalism” and “interculturalism” is ongoing. Some authors 6 , 7 conceive both concepts as differentiated. They understand “multi‐ culturalism” as the co‐existence of different cultures in a concrete geographic and sociopolitical context, based on mutual recognition and respect of specific cultural needs. A focus on the interaction, dialogue and mutual influence of different cultures is observed In relation to the “intercultural concept”. At the same time, some shared aspects are identified, such as the respect for cultural diversity and concerns with social inequalities. Other authors8,9,10 highlight the overlapping meanings and a lack of clear differentiation between both concepts. Furthermore, context‐specific differences in their use are observed. Recently, prior models of assimilation or multiculturalism have been replaced by intercultural approaches. For facilitating a consultation of the definitions of the quoted concepts, please share M1_U2_Additional_Document with the trainees. 1 Barrett M. Introduction – Interculturalism and multiculturalism: concepts and controversies. In: Barrett M (ed). Interculturalism and multclturalism: similarities and differences, p. 15‐42. Strasbourg: Council of Europe Publishing, 2013. 2 Council of Europe. White Paper on Intercultural Dialogue. “Living Together As Equals in Dignity”. Strasbourg: Council of Europe, 2008. http://www.coe.int/t/dg4/intercultural/source/white%20paper_final_revised_en.pdf (retrieved: March 5, 2015). 3 Levey GB. Interculturalism vs. Multiculturalism: A Distinction without a Difference?, Journal of Intercultural Studies 2012;33:2:217‐224. 4 Meer N, Modood T. How does Interculturalism Contrast with Multiculturalism? Journal of Intercultural Studies 2011:1‐22. http://www.bristol.ac.uk/media‐library/sites/ethnicity/migrated/documents/interculturalism.pdf (retrieved: March 5, 2015). 5 Sarmento C. Interculturalism, multiculturalism, and intercultural studies: Questioning definitions and repositioning strategies. Intercultural Pragmatics 2014;11(4):603‐618. 6 Barrett 2013, op. cit. 7 Council of Europe 2008, op. cit. 8 Levey 2012, op. cit. 9 Meer, et al. 2011, op. cit. 10 Sarmento 2014, op. cit. 6 September, 2015 MEM-TP Slide 6: Providing health care in intercultural contexts, the relevance of specific professional competences and institutional policies can be observed. In the recent bibliography11,12,13,14,15,16,17,18, different approaches and concepts can be identified, including the concept of cultural competence, intercultural competence, sensitivity to difference and diversity sensitivity. The next slides describe the differences and shared aspects between these approaches and concepts are described, as well as paradigm shifts and tendencies. Slide 7: According to the reviewed bibliography19,20, the model of cultural competence focuses on the relevance of the professionals being aware of culturally specific habits, beliefs and needs in health care, as well as having knowledge of the specific cultural and ethnic background. In consequence, health policies should be focused on providing specialized health care services for migrants and ethnic minorities. The model of intercultural competence is presented as focused on the interaction and dialogue between different cultures. According to this model, health policies should focus on addressing health care needs in intercultural contexts. An overlapping use of both concepts can be seen when these differences are identified. Slide 8: Over the last years, the concept of “cultural diversity” is increasingly being used. A model of health care oriented towards cultural diversity is based on the recognition of diversity as a positive social contribution. The development of health policies therefore focuses on addressing health care needs from a diversity perspective. Furthermore, the concepts of “cultural sensitivity”, “difference sensitivity” and “diversity sensitivity” have been introduced. These are based on the relevance of health professionals and health organizations being aware of different forms of diversity, as well as the intersectional character of social inequalities. Health policies are thus aimed
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